The Impact of School Violence on Self-Esteem and Depression Among Taiwanese Junior High School Students

2010 ◽  
Vol 100 (3) ◽  
pp. 479-498 ◽  
Author(s):  
Ji-Kang Chen ◽  
Hsi-Sheng Wei
Keyword(s):  
High School ◽  
High School Students ◽  
School Violence ◽  
Junior High School ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
The Impact

scholarly journals Influencing factors of aggressive behavior among left-behind junior high school students: structural equation model

2020 ◽  
Author(s):  
Yi-Fei Li ◽  
Jie Zhang ◽  
Juan Li ◽  
Yi-Ping Chen ◽  
Si-Lan Yang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Aggressive Behavior ◽  
Junior High School ◽  
Structural Equation ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
Left Behind

Abstract Background High aggressive behavior will harm the physical and mental health of children, and the probability of aggressive behaviors among left-behind junior high school students is significantly higher than that of non-left-behind ones, but the systematic research and intervention measures concerning the aggressive behavior of the left-behind junior high school students quite deficient at present. This study adopts the structural equation model to analyze the interrelationship and action modes of various factors affecting the aggressive behavior of the left-behind junior high school students to provide scientific basis for the mitigation and prevention of their aggressive behavior. Methods A structural equation model was constructed based on data from a cross-sectional survey of 751 left-behind junior high school students using Adolescent Self-rating Life Events Checklist, Rosenberg Self-Esteem Scale, Resilience Scale for Chinese Adolescents, Coping Style Questionnaire, and Buss-Warren Aggression Questionnaire. Results Self-esteem, resilience, positive coping, negative coping and household income have different direct or indirect effects on the aggressive behavior of left-behind junior high school students. Among them, self-esteem, resilience, positive coping and negative coping are the important mediating factors between life events and aggressive behavior of left-behind junior high school students. Conclusions Parents, teachers and temporary guardians in the care of left-behind children should try to avoid possible adverse effects that the life events have on the children, meanwhile should also through effective psychological intervention and social support, improving the self-esteem, psychological resilience and positive coping tendencies of left-behind children, in order to reduce or prevent their aggressive behaviors.

scholarly journals The Impact of Online Learning on the Learning Motivation of Junior High School Students

2021 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Zaitun Zaitun ◽  
M Sofian Hadi ◽  
Pinkan Harjudanti
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
21St Century ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Learning Motivation ◽  
School Students ◽  
The Impact

Online learning is a basic need of education in the 21st century. The benefits of online learning are felt in the continuity of education during the Covid-19 pandemic. This study aims to examine the impact of online learning on the learning motivation of Junior High School students. The results of the research discussion indicate that online learning has advantages, namely 1) as a medium to encourage independent learning; 2) as an effort to modernize the concept of education in the 21st century; 3) increasing the intensity of the interaction between teachers and students; 3) allows for an interaction that is not limited to space and time, and 4) meaningful learning. The impact of online learning on student learning motivation tends to be negative due to the unpreparedness of various parties, including teachers, parents, students, and schools. Early adolescents who need direct guidance, direction, and motivation must lose control due to reduced direct interaction with the teacher. The monotonous implementation of online learning, lack of direction and supervision, pressure for students to study from home, and low teacher innovation are the main causes of decreased learning motivation due to online learning.

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